This is me selling my steer last year at the 4h livestock Auction
About Me
My name is Morgan, i am in 9th grade. I am in all academic classes in school. I ride my horses, all of the time. I barrel race my horse named, Baby. I got her when she was three, and trained her by myself. My favorite thing to do is to be around my horses. My horses names are, Baby, Iowa, Chloe, Leo, and Justin. This year, i made it to the 4h state show with Baby in Keyhole and Poles. I like to go to rodeos and horse shows all summer. I will be training Chloe to be my roping/barrel racing horse for this year. Next fall, i will be training my babies, Leo and Justin. This year, I will be showing them in production for 4h because they are too young to ride at their age. I like to spend time with my friends that ride horses also. I show beef steers for 4h, I got a new steer this year, My mom calls it "Stormy" but i don't like that, so right now it doesn't really have a name. But anyways, I take care of him, every day, twice a day. I clean his stall, give him baths(occasionally), feed him, water him, train him to lead, train him to tie, etc; I'll raise him, show him, and sell him. I love my life living on a farm and taking care of all of my animals! :)
Tree Classification
White Oak
Common Name: White Oak
Scientific Name: Quercus Alba
Deciduous or Coniferous: Deciduous
Leaf Type: Simple
Leaf Arrangement: Alternate
Provides Habitat For: Squirrels, birds, small animals, etc;
Organism that infects the tree: Oak Hedge hog Gall and oak wilt infects the tree
Provides Food For: It provides acorns, for squirrels and animals like that.
Related to: It is related to the other oaks, like red oak.
Commercial Use:It is used for hardwood lumber
Bark is like: Bark is light and ash gray, and somewhat peeling; leaves are alternate.
Is it Native to Pa? It is found in the Eastern US and PA.
White oak by Vanessa Richins
Quercus
Who is Large, tall, and Long living.
Who is brother or sister of Red Oak.
Who loves average climate, healthy acidic soil, and sunlight.
Who feels large, tall, and friendly.
Who needs sunlight, water, and soil.
Who gives hardwood lumber, firewood, and oxygen.
Who fears chainsaw's, drought, woodpeckers.
Who would like to see the western side of the U.S.
Who shares the forest
Who is large
Who is the resident of the Eastern United States.
Alba
Information found at:
www.hort.uconn.edu/plants/q/quealb/quealb1.html
Willow
1.Willow
2. Salix
3. Shoot and bud death also willow scab is a disease that infects the tree.
4. It provides habitat for many moth and butterfly species.
5.The almond le
aved willow, the common-osier are related to the Willow.
6. The willow tree’s wood is used for fuel, erosion control, baskets, landscape plantings, windbreaks, and charcoal.
7. The twigs are yellow-brown, brittle in the spring, also sometimes green and flexible.
8. It is usually found in temperate regions of the Northern- Hemisphere.
9.
Weeping Willow by Darren Larson
Salix
Who is tall, deciduous, and has small branches.
Who is brother or sister of the almond leaved willow.
Who loves moist weather, healthy soil, and temperate climate.
Who feels tall, skinny, and graceful.
Who needs sunlight, water, and soil.
Who gives wood for fuel, erosion control, baskets, etc;
Who fears dry soil, chainsaws, drought.
Who would like to see the whole U.S.
Who shares the forest.
Who is tall.
Who is the resident of the Northern Hemisphere.
SSP
1. When finished take a screen shot, or copy and paste the information about the microbe most like you. I am the Elphidium crispum.
2. View the dichotomous key provided by your teacher. Answer the following: a. How are the steps in the dichotomous key organized? The steps in the dichotomous key are organized from the biggest group to the smallest group. b. What is the purpose of a dichotomous key? The purpose of a dichotomous key is to classify data. c. What characteristics were used in the steps of the dichotomous key? The process of elimination was used in the steps of the dichotomous key. d. Which bacteria are you most closely related to? I am related to the Elphidium Crispum. e. Which bacteria are you most different from? I am most different from the Synechococcus.
Bio-molecules in Foods:
I recorded the results from the Banana, the Avocado, and the Apple. They all have different results, as they contain some different substances. Out of the 1st period Academic Biology class results; all three foods all contain simple sugars, starch, fat, and protein. Although i think this may be an inaccurate testing, it also may be correct. After examining this data, i came up with some similarities and differences between the food and may have a good idea of the correct and incorrect ones. The Apple has five present testings of Simple sugars, the avocado has three, and the banana has four. This means that this amount of people tested the food as containing Simple sugars positive. The test results for Starch with Avocado and the Apple were "positive" but only one person had tested it as being positive. On the other hand, the starch test for the banana is most likely correct because five out of six tests were positive. Fat is also contained in all three foods. Our number of presences for the Apple was three, the Avocado was four, and the banana was six. These are most likely all containing fat because more than half of the experiments were positive. Protein in these foods was tested as positive but only one presence for the apple, two for the avocado, and one for the banana. Could this mean that one person may have observed incorrectly? or maybe some just didn't react? According to my research since i wasn't sure about these results, i came up with the Apple having a small amount of protein, the Avocado having four grams of protein each. The banana also has a small amount of protein, only containing about one gram of it. So my research compared to the class research turned out well, including being mostly correct as to what i can see.
Biomolecules in foods Questions:
What kinds of biomolecules are in each of the food substances you tested?
The kinds of biomolecules that we tested were simple sugars, starch, fat, and protein.
Do certain biomolecules have the same catalase reactions? Explain.
Yes, some biomolecules do tend to have the same catalase reactions, this is because some substances or liquids will react to some of the same foods as well. Many different foods contain different biomolecules such as fat, sugars, protein, starch, and simple sugars. The foods that we tested are not the only ones that the reactions can be found in.
What other results did you observe in the class that can be used to make a statement of what you have learned?
We observed that the Avocado had a strong reaction to the peroxide room temp., cold, and warm. The potato and the egg white didn't really have much of a reaction to it. Neither did the potato; so this means that not all foods have the same reactions to the same substances. All of the foods have different types of reactions to the different substances.
Catalase Activity:
The food i did was the avocado, this food had strong reactions to the hydrogen peroxide. It was tested at room temperature, cold, and warm. They all cause a reaction, some more of one, some less. The cold hydrogen peroxide had a little bit less of a reaction, but it was still strong. The Room temperature and the warm both had a very strong reaction to the Avocado. As for the potato, it had a very little or no reaction at all. I was surprised at what a difference it makes because of just a little bit of difference of the biomolecules in the foods. I learned that the hydrogen peroxide will only react in some foods, it all just depends on what it contains. (ex: starch,sugars,proteins,fats) The connections between the temperature and the enzyme activity is that most of the time the colder temperature will make the enzymes move at a slower pace; just like we do. On the other hand, at a higher temperature, the enzyme activity increases and makes them move quite faster. As for the room temperature, the enzymes are more likely to move at a more normal pace.The catalase reaction is all determined by the temperature and the enzyme activity. j My question is... What exactly is an enzyme? i never really understood what it is. My answer is...
Any of numerous proteins or conjugated proteins produced by living organisms and functioning as biochemical catalysts. THIS ANSWER WAS FOUND HERE :) (click on the link above to find my source for the answer to my question)
Light Intensity Activity
Homework: Create a data table that outlines % maximal ATP, ATP created in your time frame used, light intensity, and wavelength. You can also take screen shots while it is in action and display your data in a graph or other ways if desired.
200lightintensity+425wavelength= 100%Maximal ATP Pictures: 100% 85%
12%
Research background information about
Light intensity- The fundamental feature of the source of radiation. They also obtain by dividing either a power or a luminous flux F by a unit of a solid angle W, in other words, the lighting power of the source which is expressed in watts. http://www.dcmsistemes.com/medidasi.html Light intensity is a measure of the wavelength- weighted power emitted by a light source (in photosynthesis and the sun) in a particular direction per unit solid angle, based on a standardized model of the sensitivity of the human eye. Light intensity can also be named luminous intensity. Going with light intensity total light outputs from a light are called “Lumens.”
Wavelength and energy- Wavelengths are of electromagnetic radiation and deal with the electromagnetic spectrum. Frequencies are another name for wavelengths. They range from long, short, high frequency, high-energy gamma rays, and low energy radio waves. The electromagnetic spectrum is traditionally divided into regions of radio waves, microwaves, infrared radiation, ultraviolet rays, gamma rays, x-rays, and visible light. Frequency is defined as the number of wave cycles that pass a particular point per unit time, and is commonly measured in Hertz (or cycles per second). Wavelength defines the distance between adjacent points of the electromagnetic wave that are in equal phase.
Pigment colors- Pigments are materials that change the color of the light it reflects as the result of selective color absorption. In photosynthesis the main pigment that does most of the absorption is chlorophyll, which is green. However there are other pigments that absorb the sunlight. This physical process differs from fluorescence, phosphorescence’s, and other forms of luminescence, in which the material itself emits light. Pigments that are not stuck there or permanent are commonly called fugitive pigments, which fade over time. When they are exposed to light, some of them will eventually turn black. Pigments are used for ink, plastic, fabric, cosmetics, coloring paint, food and other materials. In photosynthesis, the pigments are located in the membrane of the chloroplasts.
Explain the following:
How wavelength and light intensity is important for photosynthesis. Be certain to completely relate these to the light reaction and what you observed in the simulation.
Wavelength and light intensity is extremely important for photosynthesis. From our results in the Light Intensity Activity, it’s obvious that the maximum light intensity is required for Photosynthesis to take place. This is because photosynthesis requires light to function so the more that there is, the better it works.
A summary of what you learned through the simulation. You can discuss using paragraphs, data tables or pictures (include a brief statement as well).
Wavelength is also an extremely important part in the photosynthesis process. Different lengths will absorb different colors. Since chloroplasts absorb certain colors of lights, it is important that the wavelength is at least long enough. Even though there are other pigments that can color lights. Pigment colors are related to photosynthesis in a few ways. Since chlorophyll, the green pigment, is one of the best light absorbing colors, it can collect more light. Then it is all based on the pigments in the light in the light is evenly absorbed. Pigment colors are related to wavelengths in a few ways. The length of the wavelength determines what colors are contained in the light.
Light Intensity Rubric
Discussion of wavelength and light intensity amount needed to create maximum ATP through pictures, paragraphs, or data table (5)
Discusses relationship of light intensity to the process of photosynthesis (5)
Discusses relationship of wavelength to the process of photosynthesis (5)
Discussion of how pigment colors are related to photosynthesis and wavelength (5)
Chromatography Lab
This was our pd 1 & 3's results for this lab.
Lab Report:
My partner and I had plant D for our experiment. The first RF value that we found was 0.0625. The second one was 0.13, and our third was 0.14. The first pigment color was brown, the second was light green, and the third was light pink. As i observed the chart that our class made, there appears to be no other "plant d" experimented by anyone else. Because of this, i have nothing to compare ours to, so I will compare others. I have decided to compare "plant c." Since there are three of them, i'm going to name them different names so you can tell which ones I am talking about, the first one will be called "plant c1", the second will be called "plant c2", and the third will be called "plant c3." Plant c1 has the first RF value as .33, the second as .556, and the third as .744. Plant c2 has RF value number one being 0.025, second being 0.25, and the third being .7444. Plant c3 has RF Values of the first one as 0.2, second one as 0.64, and the third one as Nothing. As you can see, there is very little even similar between all of these experiments. The colors may be a different story, Plant c1 has green as it's first one, light green as it's second, and orange as it's third. Plant c2 has green, yellow/green, and yellow. Plant c3 has light green, and yellow. These are all fairly close in colors in the different sections. So if you gathered the RF value between different leaves, you could tell they were different leaves. Going by color to differentiate, would not be as accurate as the RF value testing.
Yeast Lab: PART 1
Bread Making:
Step 1: i made a well out of 6 tbl spoons of flour:
Step 3: The well after oil was added
Step 4: After the 7% sugar solution was added:
Step 5: After i rolled the dough
Step 8: After i put the dough in the tin ready to rise
Step 9: My bread that i made with butter on it after it was cooked:
My Bread with butter spread on it:
PART 2:
Step 1: After putting the sugar solution into the tube; i put yeast on top:
Step 2: After i shook it up:
Step 3: After i placed the balloon on top:
Step 4: After 10 minutes observation:
Step 6: After 20 minutes observation:
Step 7: The yeast is settling to the bottom:
Step 8: After 24 Hours, the balloon has blown up:
Another Picture of the balloon blown up:
The Yeast has sunk to the bottom:
My observations to Part 2:
With the experiment part 2:
I put 30ml of 7% sugar solution in my test tube.
After that we put 1 gram of yeast on top.
Next we shook it up and put a balloon over it.
My Prediction: The balloon will blow up slightly, but I don’t predict that it will very much. The solution will bubble and will maybe rise. The yeast will cause the balloon to expand a little bit.
My Observations:
Right After: The balloon was placed on, and there was quite a bit of foam on top of the solution. The balloon was not blowing up yet.
10 Minutes: There is a not much of the foam on top of the solution anymore. The balloon is not blowing up yet.
20 Minutes: There is a few bubbles at the top; but not much. The balloon is still not blown up. The solution still looks the same. Except for it looks like the yeast, or white stuff has settled to the bottom.
24 Hours Later: I looked at my experiment and the balloon in fact did blow up, it was the one that blew up more than anyone else’s in my group. I used the 7% sugar solution, It looks like the yeast all sunk to the bottom and you can see the line, there are bubbles on top of the solution.
It turned out I made a decent prediction, I predicted that it would blow up a little bit, but it turned out that it blew up more than anyone else’s in the groups. We found that the 7% sugar solution was more effective than the others.
1. State 2 clear, concise conclusions derived from the analysis of the results from the experiments in your class?
My groups experiments showed us that if we have too much sugar solution, the yeast doesn't become active, also same if we have too much. I had 7% and mine rose the highest out of our group. Also I have learned, that all of our groups in the class didn't have the same results? Why not? We seemed to have better luck with the 7% sugar solution.
2. What was the dependent and independent variables in the experiment? Explain.
The independent variables do NOT change, ours would have been the amount of water, oil, yeast, warm water, and flour that we had. The dependent variables do change, would have been the sugar solution or the amount of sugar in it. Example: We all had to follow instructions to for all of us to use the same amount of flour, oil, warm water, and yeast. There were four different sugar solutions to pick from. Therefore, each member of our group had a different amount of sugar.
3. According to the experimental data, what kind of environment do yeast prefer? How did the sugar concentration change the result? Explain.
When the yeast becomes active, it produces carbon dioxide to make the bread rise. The sugar seemed to determine the amount of the rising. When there was a greater amount of sugar in the solution, it probably produced too much carbon dioxide and didn't make the bread rise. When there was a lower amount of sugar, it didn't produce enough carbon dioxide to make it rise either. So obviously it has to be just right with the environment being a moist and warm area. It has to be just damp, it can't be too wet or too dry, It also can't be hot or cold; just warm.
4. How did the amount of rising change with the different types of sugar solutions used?
Our Group’s Results:
This shows that the 7% caused the rising more effectively, the 5% was next in line that was 2nd to most effective, the 10% was 3rd in line for this experiment, and lastly, 3% was the least effective for our experiment.
5. What kind of respiration did the yeast carry out in the experiment? Explain.
Anaerobic respiration requires no oxygen, therefore this was anaerobic respiration because it did not get any oxygen being that the balloon was over the bottle not letting oxygen come in.
Anaerobic and Aerobic Respiration Venn Diagram:
Cell Replication Model:
Key:
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Write a brief description of what happens in DNA replication and in what phase of mitosis DNA replication happens...
The inter phase stage of mitosis is where DNA occurs. When DNA replication goes on, or occurs not very strong hydrogen bonds that bring complementary bonds together will be broken. The two opposite sides of the DNA structure start to come apart or undo. The original strings stay in place with a set of the older nucleotides. Polymerases put together the free nucleotides into the DNA string or ladder . Then you have a new strand, which can also be known as the back bone, (which is the black lines on my model) and then the result is two, new, and identical DNA strands from the process.
Analysis: View the data that have been collected collaboratively from all over. You will only be able to compare the traits that are found on the linked site. Obviously, we investigated more traits in class.
1. Focus in on 2 or more of the traits, whether they are dominant or recessive, and whether the numbers portray them as dominant or recessive. Dimples and Earlobes. Having dimples is one trait, and having free earlobes is another. 2. What statements or questions can you make about the data as well as the comparison of data between our classes and elsewhere. Doing additional research here is recommended such as chromosome location, facts about the trait, etc. Having dimples is dominant. Having free earlobes is also a dominant trait. Out of five other schools the average percentage for having free earlobes is 43.8 percent. Our schools percentage is 83%. Obviously, or class has a higher percent than other classes in the free ear lobes. For the dimples, 25.4 % of students in 5 other schools have them. 56 Percent in our class have dimples. Please look at this site: http://www.thetech.org/genetics/ask.php?id=47 , you can learn a lot from just this… I did. The genes can be found on the locus. 3. You will also look at 2 other traits not used on the site that we looked at in class. You will need to determine the total of girls that have the trait/don't have and the total of boys that have the trait/don't have. You will also need to determine the total of all who have the trait/don't have the trait. In the end you will need to determine what is dominant and what is recessive (the trait that has the most numbers is not always dominant!). Doing additional research here is recommended such as chromosome location, facts about the trait, etc. Hitch hikers thumb, and widows peak; the total of girls out of 13, 3 have a hitch hikers thumb, and out of 5 boys, 3 also have it. Out of 18 total students, 6 have the hitch hikers thumb. Out of 13 girls tested for the widows peak; 4 have it. Out of 5 boys, 3 have a widows peak. Out of 18, total, 7 have the widows peak. Both genes are dominant. 4. Discuss your genotype and phenotype with one of the traits and discuss the possible genotypes of your parents/siblings. I am looking that you can identify the possibility of receiving certain alleles from your parents and that you understand the laws of segregation and independent assortment.
I have freckles, my dad has freckles, my mom does not. My brother has freckles, and my sister doesn’t. This being said, my mom can be either Ff or ff and my dad is FF or Ff. Offspring can be Ff, FF, or ff. I have a great possibility, or no possibility at all it depends and its based on independent assortment. It is basically a random combination of alleles.
| | | | About Me | Tree Classification | White Oak | Willow | What microbe are you? | Bio-molecules in Foods: | Biomolecules in foods Questions: | | Catalase Activity: | Light Intensity Activity | Chromatography Lab | | Yeast Lab: PART 1 | | PART 2: | Yeast Lab Analysis: | Anaerobic and Aerobic Respiration Venn Diagram: | | Cell Replication Model: | Analysis: View the data that have been <span style="color: blue;">collected collaboratively from all over. You will only be able to compare the traits that are found on the linked site. Obviously, we investigated more traits in class. </span>Blog: https://podcast.punxsy.k12.pa.us/users/14mcfarland_morgan/
About Me
My name is Morgan, i am in 9th grade. I am in all academic classes in school. I ride my horses, all of the time. I barrel race my horse named, Baby. I got her when she was three, and trained her by myself. My favorite thing to do is to be around my horses. My horses names are, Baby, Iowa, Chloe, Leo, and Justin. This year, i made it to the 4h state show with Baby in Keyhole and Poles. I like to go to rodeos and horse shows all summer. I will be training Chloe to be my roping/barrel racing horse for this year. Next fall, i will be training my babies, Leo and Justin. This year, I will be showing them in production for 4h because they are too young to ride at their age. I like to spend time with my friends that ride horses also. I show beef steers for 4h, I got a new steer this year, My mom calls it "Stormy" but i don't like that, so right now it doesn't really have a name. But anyways, I take care of him, every day, twice a day. I clean his stall, give him baths(occasionally), feed him, water him, train him to lead, train him to tie, etc; I'll raise him, show him, and sell him. I love my life living on a farm and taking care of all of my animals! :)Tree Classification
White Oak
Common Name: White OakScientific Name: Quercus Alba
Deciduous or Coniferous: Deciduous
Leaf Type: Simple
Leaf Arrangement: Alternate
Provides Habitat For: Squirrels, birds, small animals, etc;
Organism that infects the tree: Oak Hedge hog Gall and oak wilt infects the tree
Provides Food For: It provides acorns, for squirrels and animals like that.
Related to: It is related to the other oaks, like red oak.
Commercial Use:It is used for hardwood lumber
Bark is like: Bark is light and ash gray, and somewhat peeling; leaves are alternate.
Is it Native to Pa? It is found in the Eastern US and PA.
Quercus
Who is Large, tall, and Long living.
Who is brother or sister of Red Oak.
Who loves average climate, healthy acidic soil, and sunlight.
Who feels large, tall, and friendly.
Who needs sunlight, water, and soil.
Who gives hardwood lumber, firewood, and oxygen.
Who fears chainsaw's, drought, woodpeckers.
Who would like to see the western side of the U.S.
Who shares the forest
Who is large
Who is the resident of the Eastern United States.
Alba
Information found at:
www.hort.uconn.edu/plants/q/quealb/quealb1.html
Willow
1.Willow2. Salix
3. Shoot and bud death also willow scab is a disease that infects the tree.
4. It provides habitat for many moth and butterfly species.
5.The almond le
aved willow, the common-osier are related to the Willow.
6. The willow tree’s wood is used for fuel, erosion control, baskets, landscape plantings, windbreaks, and charcoal.
7. The twigs are yellow-brown, brittle in the spring, also sometimes green and flexible.
8. It is usually found in temperate regions of the Northern- Hemisphere.
9.
Salix
Who is tall, deciduous, and has small branches.
Who is brother or sister of the almond leaved willow.
Who loves moist weather, healthy soil, and temperate climate.
Who feels tall, skinny, and graceful.
Who needs sunlight, water, and soil.
Who gives wood for fuel, erosion control, baskets, etc;
Who fears dry soil, chainsaws, drought.
Who would like to see the whole U.S.
Who shares the forest.
Who is tall.
Who is the resident of the Northern Hemisphere.
SSP
Information found at:
http://www.willowtreemedia.com/about_willowtrees.html#2
Microbes are Special too:
Activity 2:
What microbe are you?
Go to the following page and complete the quiz: http://cmore.soest.hawaii.edu/education/kidskorner/ur_q1.htm1. When finished take a screen shot, or copy and paste the information about the microbe most like you. I am the Elphidium crispum.
2. View the dichotomous key provided by your teacher. Answer the following:
a. How are the steps in the dichotomous key organized? The steps in the dichotomous key are organized from the biggest group to the smallest group.
b. What is the purpose of a dichotomous key? The purpose of a dichotomous key is to classify data.
c. What characteristics were used in the steps of the dichotomous key? The process of elimination was used in the steps of the dichotomous key.
d. Which bacteria are you most closely related to? I am related to the Elphidium Crispum.
e. Which bacteria are you most different from? I am most different from the Synechococcus.
Bio-molecules in Foods:
I recorded the results from the Banana, the Avocado, and the Apple. They all have different results, as they contain some different substances. Out of the 1st period Academic Biology class results; all three foods all contain simple sugars, starch, fat, and protein. Although i think this may be an inaccurate testing, it also may be correct. After examining this data, i came up with some similarities and differences between the food and may have a good idea of the correct and incorrect ones. The Apple has five present testings of Simple sugars, the avocado has three, and the banana has four. This means that this amount of people tested the food as containing Simple sugars positive. The test results for Starch with Avocado and the Apple were "positive" but only one person had tested it as being positive. On the other hand, the starch test for the banana is most likely correct because five out of six tests were positive. Fat is also contained in all three foods. Our number of presences for the Apple was three, the Avocado was four, and the banana was six. These are most likely all containing fat because more than half of the experiments were positive. Protein in these foods was tested as positive but only one presence for the apple, two for the avocado, and one for the banana. Could this mean that one person may have observed incorrectly? or maybe some just didn't react? According to my research since i wasn't sure about these results, i came up with the Apple having a small amount of protein, the Avocado having four grams of protein each. The banana also has a small amount of protein, only containing about one gram of it. So my research compared to the class research turned out well, including being mostly correct as to what i can see.
Biomolecules in foods Questions:
What kinds of biomolecules are in each of the food substances you tested?The kinds of biomolecules that we tested were simple sugars, starch, fat, and protein.
Do certain biomolecules have the same catalase reactions? Explain.
Yes, some biomolecules do tend to have the same catalase reactions, this is because some substances or liquids will react to some of the same foods as well. Many different foods contain different biomolecules such as fat, sugars, protein, starch, and simple sugars. The foods that we tested are not the only ones that the reactions can be found in.
What other results did you observe in the class that can be used to make a statement of what you have learned?
We observed that the Avocado had a strong reaction to the peroxide room temp., cold, and warm. The potato and the egg white didn't really have much of a reaction to it. Neither did the potato; so this means that not all foods have the same reactions to the same substances. All of the foods have different types of reactions to the different substances.
Catalase Activity:
The food i did was the avocado, this food had strong reactions to the hydrogen peroxide. It was tested at room temperature, cold, and warm. They all cause a reaction, some more of one, some less. The cold hydrogen peroxide had a little bit less of a reaction, but it was still strong. The Room temperature and the warm both had a very strong reaction to the Avocado. As for the potato, it had a very little or no reaction at all. I was surprised at what a difference it makes because of just a little bit of difference of the biomolecules in the foods. I learned that the hydrogen peroxide will only react in some foods, it all just depends on what it contains. (ex: starch,sugars,proteins,fats) The connections between the temperature and the enzyme activity is that most of the time the colder temperature will make the enzymes move at a slower pace; just like we do. On the other hand, at a higher temperature, the enzyme activity increases and makes them move quite faster. As for the room temperature, the enzymes are more likely to move at a more normal pace.The catalase reaction is all determined by the temperature and the enzyme activity.
j
My question is...
What exactly is an enzyme? i never really understood what it is.
My answer is...
Any of numerous proteins or conjugated proteins produced by living organisms and functioning as biochemical catalysts.
THIS ANSWER WAS FOUND HERE :)
(click on the link above to find my source for the answer to my question)
Light Intensity Activity
Homework: Create a data table that outlines % maximal ATP, ATP created in your time frame used, light intensity, and wavelength. You can also take screen shots while it is in action and display your data in a graph or other ways if desired.200lightintensity+425wavelength= 100%Maximal ATP
Pictures: 100%
12%
Research background information about
Explain the following:
- How wavelength and light intensity is important for photosynthesis. Be certain to completely relate these to the light reaction and what you observed in the simulation.
Wavelength and light intensity is extremely important for photosynthesis. From our results in the Light Intensity Activity, it’s obvious that the maximum light intensity is required for Photosynthesis to take place. This is because photosynthesis requires light to function so the more that there is, the better it works.Wavelength is also an extremely important part in the photosynthesis process. Different lengths will absorb different colors. Since chloroplasts absorb certain colors of lights, it is important that the wavelength is at least long enough. Even though there are other pigments that can color lights. Pigment colors are related to photosynthesis in a few ways. Since chlorophyll, the green pigment, is one of the best light absorbing colors, it can collect more light. Then it is all based on the pigments in the light in the light is evenly absorbed. Pigment colors are related to wavelengths in a few ways. The length of the wavelength determines what colors are contained in the light.
Light Intensity Rubric
Discussion of wavelength and light intensity amount needed to create maximum ATP through pictures, paragraphs, or data table (5)
Discusses relationship of light intensity to the process of photosynthesis (5)
Discusses relationship of wavelength to the process of photosynthesis (5)
Discussion of how pigment colors are related to photosynthesis and wavelength (5)
Chromatography Lab
This was our pd 1 & 3's results for this lab.
Lab Report:
My partner and I had plant D for our experiment. The first RF value that we found was 0.0625. The second one was 0.13, and our third was 0.14. The first pigment color was brown, the second was light green, and the third was light pink. As i observed the chart that our class made, there appears to be no other "plant d" experimented by anyone else. Because of this, i have nothing to compare ours to, so I will compare others. I have decided to compare "plant c." Since there are three of them, i'm going to name them different names so you can tell which ones I am talking about, the first one will be called "plant c1", the second will be called "plant c2", and the third will be called "plant c3." Plant c1 has the first RF value as .33, the second as .556, and the third as .744. Plant c2 has RF value number one being 0.025, second being 0.25, and the third being .7444. Plant c3 has RF Values of the first one as 0.2, second one as 0.64, and the third one as Nothing. As you can see, there is very little even similar between all of these experiments. The colors may be a different story, Plant c1 has green as it's first one, light green as it's second, and orange as it's third. Plant c2 has green, yellow/green, and yellow. Plant c3 has light green, and yellow. These are all fairly close in colors in the different sections. So if you gathered the RF value between different leaves, you could tell they were different leaves. Going by color to differentiate, would not be as accurate as the RF value testing.
Yeast Lab: PART 1
Bread Making:PART 2:
My observations to Part 2:
With the experiment part 2:
I put 30ml of 7% sugar solution in my test tube.
After that we put 1 gram of yeast on top.
Next we shook it up and put a balloon over it.
My Prediction: The balloon will blow up slightly, but I don’t predict that it will very much. The solution will bubble and will maybe rise. The yeast will cause the balloon to expand a little bit.
My Observations:
Right After: The balloon was placed on, and there was quite a bit of foam on top of the solution. The balloon was not blowing up yet.
10 Minutes: There is a not much of the foam on top of the solution anymore. The balloon is not blowing up yet.
20 Minutes: There is a few bubbles at the top; but not much. The balloon is still not blown up. The solution still looks the same. Except for it looks like the yeast, or white stuff has settled to the bottom.
24 Hours Later: I looked at my experiment and the balloon in fact did blow up, it was the one that blew up more than anyone else’s in my group. I used the 7% sugar solution, It looks like the yeast all sunk to the bottom and you can see the line, there are bubbles on top of the solution.
It turned out I made a decent prediction, I predicted that it would blow up a little bit, but it turned out that it blew up more than anyone else’s in the groups. We found that the 7% sugar solution was more effective than the others.
C= 7%= 16cm
R= 2.55cm
V= 69.46cm2
Our Group’s Results:
3% ----12 R= 1.91 V= 29.19 cm2
5% ----14.5 R=2.31 V= 51.63cm2
7% ----16 R= 2.55 V= 69.46 cm2
10% --13.5 R= 2.15 V= 41.63 cm2
Yeast Lab Analysis:
1. State 2 clear, concise conclusions derived from the analysis of the results from the experiments in your class?My groups experiments showed us that if we have too much sugar solution, the yeast doesn't become active, also same if we have too much. I had 7% and mine rose the highest out of our group. Also I have learned, that all of our groups in the class didn't have the same results? Why not? We seemed to have better luck with the 7% sugar solution.
2. What was the dependent and independent variables in the experiment? Explain.
The independent variables do NOT change, ours would have been the amount of water, oil, yeast, warm water, and flour that we had. The dependent variables do change, would have been the sugar solution or the amount of sugar in it. Example: We all had to follow instructions to for all of us to use the same amount of flour, oil, warm water, and yeast. There were four different sugar solutions to pick from. Therefore, each member of our group had a different amount of sugar.
3. According to the experimental data, what kind of environment do yeast prefer? How did the sugar concentration change the result? Explain.
When the yeast becomes active, it produces carbon dioxide to make the bread rise. The sugar seemed to determine the amount of the rising. When there was a greater amount of sugar in the solution, it probably produced too much carbon dioxide and didn't make the bread rise. When there was a lower amount of sugar, it didn't produce enough carbon dioxide to make it rise either. So obviously it has to be just right with the environment being a moist and warm area. It has to be just damp, it can't be too wet or too dry, It also can't be hot or cold; just warm.
4. How did the amount of rising change with the different types of sugar solutions used?
Our Group’s Results:
3% ----C=12 R= 1.91 V= 29.19 cm2
5% ----C=14.5 R=2.31 V= 51.63cm2
7% ----C=16 R= 2.55 V= 69.46 cm2
10% --C=13.5 R= 2.15 V= 41.63 cm2
This shows that the 7% caused the rising more effectively, the 5% was next in line that was 2nd to most effective, the 10% was 3rd in line for this experiment, and lastly, 3% was the least effective for our experiment.
5. What kind of respiration did the yeast carry out in the experiment? Explain.
Anaerobic respiration requires no oxygen, therefore this was anaerobic respiration because it did not get any oxygen being that the balloon was over the bottle not letting oxygen come in.
Anaerobic and Aerobic Respiration Venn Diagram:
Cell Replication Model:
Key:Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Write a brief description of what happens in DNA replication and in what phase of mitosis DNA replication happens...
The inter phase stage of mitosis is where DNA occurs. When DNA replication goes on, or occurs not very strong hydrogen bonds that bring complementary bonds together will be broken. The two opposite sides of the DNA structure start to come apart or undo. The original strings stay in place with a set of the older nucleotides. Polymerases put together the free nucleotides into the DNA string or ladder . Then you have a new strand, which can also be known as the back bone, (which is the black lines on my model) and then the result is two, new, and identical DNA strands from the process.
Analysis: View the data that have been collected collaboratively from all over. You will only be able to compare the traits that are found on the linked site. Obviously, we investigated more traits in class.
1. Focus in on 2 or more of the traits, whether they are dominant or recessive, and whether the numbers portray them as dominant or recessive.Dimples and Earlobes. Having dimples is one trait, and having free earlobes is another.
2. What statements or questions can you make about the data as well as the comparison of data between our classes and elsewhere. Doing additional research here is recommended such as chromosome location, facts about the trait, etc.
Having dimples is dominant. Having free earlobes is also a dominant trait. Out of five other schools the average percentage for having free earlobes is 43.8 percent. Our schools percentage is 83%. Obviously, or class has a higher percent than other classes in the free ear lobes. For the dimples, 25.4 % of students in 5 other schools have them. 56 Percent in our class have dimples. Please look at this site: http://www.thetech.org/genetics/ask.php?id=47 , you can learn a lot from just this… I did. The genes can be found on the locus.
3. You will also look at 2 other traits not used on the site that we looked at in class. You will need to determine the total of girls that have the trait/don't have and the total of boys that have the trait/don't have. You will also need to determine the total of all who have the trait/don't have the trait. In the end you will need to determine what is dominant and what is recessive (the trait that has the most numbers is not always dominant!). Doing additional research here is recommended such as chromosome location, facts about the trait, etc.
Hitch hikers thumb, and widows peak; the total of girls out of 13, 3 have a hitch hikers thumb, and out of 5 boys, 3 also have it. Out of 18 total students, 6 have the hitch hikers thumb. Out of 13 girls tested for the widows peak; 4 have it. Out of 5 boys, 3 have a widows peak. Out of 18, total, 7 have the widows peak. Both genes are dominant.
4. Discuss your genotype and phenotype with one of the traits and discuss the possible genotypes of your parents/siblings. I am looking that you can identify the possibility of receiving certain alleles from your parents and that you understand the laws of segregation and independent assortment.
I have freckles, my dad has freckles, my mom does not. My brother has freckles, and my sister doesn’t. This being said, my mom can be either Ff or ff and my dad is FF or Ff. Offspring can be Ff, FF, or ff. I have a great possibility, or no possibility at all it depends and its based on independent assortment. It is basically a random combination of alleles.